Carla Oonk, Judith Gulikers, Perry den Brok and Martin Mulder
Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their…
Abstract
Purpose
Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects.
Design/methodology/approach
This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms.
Findings
The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation.
Research limitations/implications
These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices.
Originality/value
Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.
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Piety Runhaar, Judith Gulikers and Harm Biemans
The goal of the current paper is to explore how induction of STs in VET schools can be improved by embedding induction in the broader human resources management (HRM) system. To…
Abstract
Purpose
The goal of the current paper is to explore how induction of STs in VET schools can be improved by embedding induction in the broader human resources management (HRM) system. To this end, we will present and discuss the theoretical underpinning and the quantitative and qualitative outcomes of an online reflection instrument “Startwijzer,” developed in the Netherlands and which is based on literature on induction on one hand and on HRM literature on the other. In doing so the paper aims to contribute to induction theory and to formulate suggestions as to how provide STs with a smooth landing.
Design/methodology/approach
In the period 2018–2023, the Startwijzer was filled out by starting teachers (STs), their coaches, HRM officers, team leaders and managers working in various VET schools. Descriptive analyses were done on respondents” (n = 629) scores on 13 indicators, with a three-point-Likert-scale (where 1 = “in order”, 2 = “doubt” and 3 = “in order”) in SPSS. Also differences among stakeholders were examined. Respondents’ explanations of their scores were analyzed thematically, within and across indicators, to reach a deeper understanding of how STs can be provided a smooth landing.
Findings
With AMO-theory of performance (Appelbaum et al., 2001) – stating that performance is a function of: abilities (A); motivation (M) and opportunities offered to exert expertise (O) – as conceptual model, 13 indicators relevant for effective induction were distinguished. (A): Timely Recruitment; Lesson Observations; Individual Coaching; Personal Development Plan; Reflection on Teaching Practice; Development of Professional Identity; (M): Exchange of Mutual Expectancies; Distinction among Performance Assessment and Guidance; Differentiation among STs; (O) Provision of Practical Information; Enculturation; Appointment of Coaches; Workload reduction. Respondents were generally very positive about the help and care provided informally by colleagues but less satisfied with the formal procedures.
Originality/value
The paper bridges the literature on induction and that of human resources management (HRM). While the positive impact of HRM on employee outcomes such as performance, commitment and well-being has been attested by numerous studies (e.g. Combs et al., 2006), it is only recently that the potential benefits of HRM for teachers have been acknowledged (e.g. Runhaar, 2017). The theoretical elaboration as well as the empirical evidence discussed in the current paper suggest that unless induction activities are embedded in school HRM policy, STs already start their careers 1–0 down and it might be difficult for them to catch up.
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Martin Mulder, Judith Gulikers, Harm Biemans and Renate Wesselink
The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence‐based education approach are being used in, and perceived as…
Abstract
Purpose
The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence‐based education approach are being used in, and perceived as being fruitful for, academic education.
Design/methodology/approach
In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case‐study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated.
Findings
The opinions of the respondents on the usefulness of the competence‐based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence‐based education approach. Many hurdles exist for actually implementing this in university curricula.
Research limitations/implications
Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study.
Practical implications
With some exceptions, the competence‐based education approach is currently not much used in academic education. Possibilities and limitations of competence‐based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs.
Originality/value
The competence concept has been underexposed in university education practices and in research.
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Olivier Boiron, Carole Deumié, Léna Raviol and Margalith Benech-Kopelianskis
This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education…
Abstract
This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education. The ECM has put several mechanisms in place such as challenging traditional gender stereotypes, social representation of the engineering profession and facing the realities of a professional world that is overwhelmingly masculine, including awareness of the glass ceiling effect on access to positions of responsibility and prevention of sexual harassment. The ECM model combines multidisciplinary studies with a professional grounding with the aim of educating students to be able to transform society. In 1997, the ECM founded the Mediterranean Network of Engineering Schools with the main goal of fostering sustainable development in the Mediterranean basin. The ECM has been part of the community of practice on gender equality initiated by Mediterranean Network of Engineering Schools through its participation in the H2020 TARGET project on gender equality in research and higher education.